English Language Development (EDL) 2 English and · PDF fileEnglish Language Development (EDL) 2 English and Elective ... • Introduce Cognates to aid ... • Teach skimming for

School District of Philadelphia Office of Multilingual Curriculum and Programs (OMCP)

EnglishLanguageDevelopment(EDL)2EnglishandElective

Index

Index..............................................................................................................................................................................1

MaterialsandResources:.......................................................................................................................................2

CourseDescription...................................................................................................................................................2

OfficeofMultilingualCurriculumandPrograms(OMCP)PromisingPractices..................................4

GoToStrategies:ScaffoldingOptionsforteachersofEnglishLeaners...............................................................4PromisingPracticesforEnglishLanguageLearners.................................................................................................5QTELPrinciples......................................................................................................................................................................7Unit/LessonPlanning:ThreeMoments(components)inaLessonandSampleTasks..............................9

GoogleDocs/TeacherCreatedLessonPlans..................................................................................................9

PennsylvaniaDepartmentofEducationforEnglishLearners..................................................................9

WIDA.............................................................................................................................................................................9

ScaffoldsSupports(WIDA)..............................................................................................................................................10

EdgeLevelA:Unit1...............................................................................................................................................11

EdgeLevelA:Unit2...............................................................................................................................................15

EdgeLevelA:Unit3...............................................................................................................................................19

EdgeLevelA:Unit4...............................................................................................................................................23

EdgeLevelA:Unit5...............................................................................................................................................27

EdgeLevelA:Unit6...............................................................................................................................................31

EdgeLevelA:Unit7...............................................................................................................................................35

2MaterialsandResources:

Hampton Brown Edge A (Level 2, High School)

• Level A Teacher’s Edition Set

• Level A Student Book

• Selection of reading and fluency models CDs

• Level A Interactive Practice Book

• Level A Reading and Writing Transparencies

• Level A Leveled Library Classroom Set

• Level A Complex Text Classroom Library

• Level A Grammar and Writing Handbook

• Level A Grammar and Writing Handbook Teacher’s Annotated Edition

• Students - six year subscription to myNGconnect (2016-2017 to 2021-2022)

• Teachers - six year subscription to myNGconnect (2016-2017 to 2021-2022)

For additional purchases, contact

Bernadette Dolan Sales Consultant - Grades 9-12 National Geographic Learning | Cengage Learning (m) 610-213-2586 | (o) 610-892-0231 [email protected] | NGL.Cengage.com

CourseDescriptionEDGE A integrates language and grade level content while providing access to PA Core English Language Arts Standards. The four language domains are integrated with reading / writing strategies and scaffolds to enable students to develop academic literacy and language skills. The texts include various genres, authentic literature, including multicultural literature, and non-fiction. Grammar and vocabulary instruction is integrated in each unit. Units begin with an essential question related to the theme, literature and extended learning activities to engage students, improve academic skills and increase multicultural awareness and appreciation. Each unit concludes with a writing project and “Workplace Workshop.” The latter is included to assist students with career exploration. Edge units are designed to be completed in 8 week intervals. Nevertheless, school teams should determine the most appropriate time frame for each unit to ensure teachers are able to incorporate the range of materials such as the close readings, Leveled Readers, Writing Project, Unit Project, and Workplace Workshop. Depth may be more appropriate than breadth of coverage.

3ELD 1(English and Elective) and ELD 2 (English and Elective) are either two periods a day/ full academic year or, with a block roster, one block roster for a full academic year. Therefore, schools may choose the following planning and scheduling timeline whether organized in a block or a traditional roster:

• Level 1 / EDGE Fundamentals: (September) October – June, Units 1 – 4 • Level 2 / EDGE Fundamentals: September – December, Units 5 – 6 • Level 2 / EDGE A: January – June, Units 1 – 4 or 5 • Level 3 / EDGE A: September – November / December, Units (5) 6 – 7 • Level 3 / Core Curriculum (Collections or Study Sync) – December / January – June

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The beginning of the academic year provides an opportunity to learn more about your students and for students to learn about you. The following are a few examples of icebreakers and/or community building activities. Where –We-Come-From-Map: world map, sticky notes, pens/markers Have students write their name on a sticky note and place it on the map. Provide students with sentence starters to introduce themselves. “Hi, my name is…. I am from …..” Classroom Treasure Hunt: notecards, tape, “treasure hunt” form Label important items in the room (e.g. pencil sharpener, bathroom pass, folders, stapler, trash can, recycling container, books, tissues, clock, etc.) Create a “treasure hunt” form with visuals and have students, individually or in teams, find the items. Review the name for each items and when they are used. Alphabet Introduction: piece of paper for each student, markers Have students write their name on a piece of paper. Ask each student to introduce him/her/themselves either in a small group or to the whole class. Then, after reviewing the English alphabet, ask students to line up in alphabetical order. Students should say their names again. (You may also want students to introduce a student next to him/her/them as another way to review names.) Name Toss: soft object (stuffed animal, soft ball, bean bag, etc.), possibly name tags This activity requires students to either wear a name tag or to have already introduced him/her/themselves. Organize students into a circle. Model tossing the soft object to a student and saying “Hi, my name is… What is your name?” OR “Hi, my name is… Your name is…” The students toss the soft object to another student by either saying the student’s name or asking what is his/her/their name. Repeat until all students have tossed and received the soft object.

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4OfficeofMultilingualCurriculumandPrograms(OMCP)PromisingPractices

OMCP has identified five practices that will have high impact on outcomes for English Language Learners (ELs). These five practices are aligned to the Danielson Framework, and are what we look for in all classes (both content and ESOL) that support ELs. Teachers can use this tool to identify steps towards making their instruction more effective for ELs. This tool can also be used to guide and inform instructional feedback. The practices are adapted from the Go To Strategies (see below).

GoToStrategies:ScaffoldingOptionsforteachersofEnglishLeaners by Linda New Levine, Laura Lukens, and Betty Ansin Smallwood for Project EXCELL Copyofthedocument:https://tinyurl.com/gnnpe9v 5 core principles: (1) focus on academic language, literacy and vocabulary; (2) link background knowledge and culture to learning, (3) increase comprehensible input and language output, (4) promote classroom interaction, and (5) stimulate higher order thinking and the use of learning strategies. http://www.cal.org/what-we-do/projects/project-excell/the-go-to-strategies Go To Strategies Matrix: https://tinyurl.com/yaxka6qn

The GO TO Strategies Matrix: Scaffolding Options for Teachers of English Language Learners, K-12 Level 1

Entering Level 2

Emerging Level 3

Developing Level 4

Expanding Level 5

Bridging

Lis

teni

ng

• Use physical gestures to accompany oral directives. • Modify *Teacher Talk. • Label visuals and objects with target vocabulary. • Introduce Cognates to aid comprehension. • Ask for Signal Responses to check comprehension.

• Give two step Contextualized directions. • Restate/rephrase and use *Patterned Oral Language routines. • Model Academic Language and vocabulary. • Ask for Total Physical Responses from students.

• Provide graphics or objects to sequence steps in a process. • Check Comprehension of all students frequently. • Use *Wait Time. • Provide Anticipation Guides for previewing content reading.

• Compare/contrast relationships from auditory information using a Venn Diagram. • Require students to restate and rephrase from auditory input as in *Paraphrase Passport.

• Outline lectures on the SmartBoard. • Use *Video Observation Guides. • Confirm students’ prior knowledge of content topics. • Extend content vocabulary with multiple examples and non-examples.

Spea

king

• Provide wall charts with illustrated academic vocabulary. • Ask simple WH (who, what, when, where), yes-no or either-or questions. • Elicit *Choral Responses. • Encourage participation in group chants, poems, and songs.

• Use 10-2 structures. • Assign roles in group work. • Use Clock Buddies. • Use Numbered Heads Together. • Use *Think-Pair-Share-Squared. • Develop Key Sentence Frames for pair interactions.

• Provide Graphic Organizers or notes to scaffold oral retelling. • Prompt for academic language output. • Use Think-Pair-Share. • Repeat and Expand student responses in a *Collaborative Dialogue.

• Require full sentence responses by asking open ended questions. • Use Varied Presentation Formats such as role plays. • * Scaffold oral reports with note cards and provide time for prior practice. • Use Reader’s Theatre to scaffold oral language growth.

• * Structure debates requiring various points of view with graphic organizers and/or outlines. • Require the use of academic language. • Require oral reporting for summarizing group work. • Include oral presentations in the content classroom.

Rea

ding

• Preview the text content with pictures, demos, charts, or experiences. • Pair students to read one text together. • Preview text with a Picture Walk. • Use Choral Reading. • Use *Teacher Read Alouds.

• Use Card Sorts. • Use K-W-L charts before reading. • Use the Language Experience Approach. • Provide a list of important concepts on a graphic organizer. • Use *Shared Reading and/or simplify the text.

• Provide a content vocabulary Word Bank with non-linguistic representations. • Teach skimming for specific information. • Use Teach the Text Backwards. • Use 4 to 1 for main ideas from text. • Use *Guided Reading.

• Model the creation of a Story Map from a narrative. • Provide Question Answer Relationship questions for student pairs to research. • Use Directed Reading Thinking Activity. • Use Cornell Notes. • Use *Jigsaw Reading to scaffold independent reading.

• Require computer and library research. • Ask students to analyze text structure and select an appropriate Graphic Organizer for summarizing. • Use *Reciprocal Teaching to scaffold independent reading.

Wri

ting

• Require students to label visuals and/or create language balloons. • Require vocabulary notebooks with L1 translations or non-linguistic representations. • Provide *Key Sentence Frames with word and picture banks.

• Teach note taking on a Graphic Organizer. • Use a Roving Chart in small group work. • Use Interactive Journals. • Use *Think-Write-Pair-Share. • Provide Cloze sentences with a Word Bank.

• Require Learning Logs for summaries of learning. • Use Text to Graphics and Back Again. • Teach Signal Words (comparison, chronology, cause -effect, and listing) for academic writing. • Provide *Cloze paragraphs with a *Word Bank.

• Provide Rubrics and exemplars to scaffold writing assignments. • Teach and utilize the writing process. • Provide an outline for the standard five-paragraph essay. • Provide *Report Frames for independent, structured, content writing.

• Require academic writing and the use of target academic vocabulary. • *Teach the process of writing a research paper. • Address students’ cultures in differing genres of writing. • Hold frequent writing conferences with teacher and peers.

*Starred strategies are described in the summary document on the following page, “The Go To Strategies Matrix: Scaffolding Across Language Proficiency Levels.”

Levine, L. N., Lukens, L. & Smallwood, B. A., (2013). The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. For Project EXCELL, a partnership between the University of Missouri- Kansas City and North Kansas City Schools, funded by the US Department of Education, PR Number T195N070316.

5PromisingPracticesforEnglishLanguageLearners

The Office of Multilingual Curriculum and Programs (OMCP) has identified five practices that will have high impact on outcomes for English Language Learners (ELLs). These five practices are aligned to the Danielson Framework, and are what we look for in all classes (both content and ESOL) that support ELLs. Teachers can use this tool to identify steps towards making their instruction more effective for ELLs. This tool can also be used to guide and inform instructional feedback. For supports or suggestions in any of these areas, contact OMCP.1

Focus on Academic & Disciplinary Language Do students use academic language/disciplinary language in meaningful ways?

Danielson Alignment

1c Setting Instructional Outcomes 1e Designing Coherent Instruction 2b Establishing a Culture for Learning 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning

Promising practices for ELLs

• Students have many opportunities to use and utilize academic/disciplinary language in a variety of meaningful ways

• Academic/disciplinary language is learned in context with attention to both “bricks” (e.g. key vocabulary and concepts) and “mortar” (e.g. signal words and phrases) language (Dutro, Moran, 2003)

• Academic/disciplinary language is modeled and clarified through the use of visuals, graphic organizers, gestures, etc.

• Students are expected to produce academic/disciplinary language both orally and in writing through planned and purposeful guided practice

Research and rationale

ELLs who appear to be fully fluent in English may nonetheless struggle to express themselves effectively in academic settings (Cummins, 2000; Scarcella, 2003; Short & Echevarria, 2005). Research shows that students should be explicitly taught, in context, the language skills they need to succeed in the classroom (Saunders & Goldenberg, 2010). As ELLs use more complex forms of language to accomplish interesting tasks, they learn more content and their language skills improve (Zwiers, O’Hara, & Pritchard, 2014).

Link Background Knowledge, Interest and Culture to Learning Is the content of the lesson linked to students’ background knowledge, interest, or culture?

Danielson Alignment

1e Designing Coherent Instruction 2c Managing Classroom Procedures 3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 4a Reflecting on Teaching


• Teachers explicitly link concepts and texts to students’ cultural and linguistic backgrounds, and explicitly link past learning with new concepts

• Teachers establish interest and focus for learning new concepts Research and rationale

Numerous studies show that students perform better when their home culture and background knowledge are welcomed, respected and incorporated into the academic environment (Doherty, Hilberg, Pinal, & Tharp, 2003; Gonzalez, Moll & Amanti, 2005; Nieto, 1999).

Increase Comprehensible Input and Language Output

Do students comprehend complex input and produce complex output appropriate to grade-level standards? Danielson 1e Designing Coherent Instruction

1Adapted from Levine, L. N., Lukens, L. & Smallwood, B. A. (2013). The GO TO strategies: Scaffolding options for teachers of English language learners, K-12. For Project EXCELL, a partnership between the University of Missouri- Kansas City and North Kansas City Schools, funded by the US Department of Education, PR Number T195N070316.

6Alignment 2c Managing Classroom Procedures

3a Communicating with Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 4a Reflection on Teaching


• Teachers differentiate materials and content for English proficiency levels using WIDA Can Do Descriptors and Model Performance Indicators (MPIs) as a guide

• Teachers implement specific techniques to make the content comprehensible (sensory, graphic, and interactive supports), and make strategic use of L1 (first language) through translanguaging practices

• Students have multiple opportunities to produce complex language (oral and written) in meaningful ways and with appropriate scaffolds (e.g. modeling, language frames, graphic organizers, etc.)

• Activities and tasks are designed to encourage and support extended use of language (not one-word answers)


ELLs learn both through the language they encounter (input) and the language they produce (output). Input should be at a level that is challenging but nonetheless comprehensible (Krashen, 1985). ELLs benefit from many of the teaching practices that are effective for all students; however, these learners also require modifications to make instruction meaningful (August & Shanahan, 2006, 2010). Students learning rigorous content in a language they do not speak or comprehend completely requires specialized teaching techniques to make the message understandable (Echevarria, Vogt & Short, 2012). Students retain more language and content concepts when they create and communicate original messages (Swain, 1985; Walqui, 2006).

Promote Quality Classroom Interaction Do students participate in extended interactions/discussions on academically relevant and challenging

texts/topics/content? Danielson Alignment

1c Setting Instructional Outcomes 1e Designing Coherent Instruction 2b Establishing a Culture for Learning 3a Communicating with Students 3b Using Questioning and Discussion Techniques


• Students have multiple opportunities to interact in deliberate and sustained conversations on academically relevant and challenging texts/topics/content

• Tasks are structured for extended interaction and discussion, and students actively participate in using language to co-construct knowledge and meaning

• Interactive tasks and activities include appropriate scaffolds, such as sentence starters and word banks, that are removed or modified based on need

• Discussion activities require all students to participate with multiple opportunities to provide corrective feedback


Conversation builds oral language, which is a foundation for reading and writing (Roskos, Tabors & Lenhart, 2009). ELs’ vocabulary, grammar, and pronunciation develop faster when there are opportunities for interaction in the classroom using the language being learned (Mackey & Goo, 2007). Students develop abilities to communicate complex ideas when there are many opportunities for authentic interactions with others (Zwiers, O’Hara & Pritchard, 2014).

Communicate Instructional Objectives with Students, Assess Frequently and Provide Feedback to Students Do students know what they are supposed to learn and receive feedback on their learning?

Danielson Alignment

1c Setting Instructional Outcomes 1e Designing Coherent Instruction 2b Establishing a Culture for Learning 3a Communicating with Students 4c Communicating with Families

Promising practices

• Instructional objectives are presented and stated in student-friendly language and/or are made accessible through images or explanation

7for ELLs • Teachers refer to instructional objectives throughout the lesson so that students understand what they are

supposed to learn • Teachers check frequently for comprehension/understanding, using a variety of formal and informal

assessment techniques, to assess and promote student learning of language and content • Teachers respond to students’ needs and provide feedback to students, and adjusts instruction in response

to assessment of student learning with the goal of students monitoring their own learning Research and rationale

ELLs need multiple opportunities to see and hear modeling of the target language, to try and modify their language output, with teachers offering specific feedback that describes progress and focuses on areas for revision. (Zwiers, 2008). Using formative assessment on a regular basis has a strong effect on student learning, and can help raise achievement for below-grade level students while also benefitting all students. Students who are involved in assessing their own learning significantly out-perform students who are not involved (Black and Wiliam, 1998).

----------------------------------------------------------------------------------------------------------------------------------- QualityTeachingforEnglishLearners(QTEL) – https://qtel.wested.org/ QTEL provides a framework / foundation for planning and instruction for 6th – 12th grade just as Comprehensive Literacy provides a framework / foundation for planning and instruction for K-5.

QTELPrinciplesFrom Walqui, A & van Lier, L. (2010) Scaffolding the Academic Success of Adolescent English Language Learners: A Pedagogy of Promise. San Francisco, CA: WestEd; pp. 84, 85, 152, 155,169, 174. Principles Goals Objectives Sustain Academic Rigor

1. Promote deep disciplinary knowledge

2. Engage students in generative disciplinary concepts and skills

3. Engage students in

generative cognitive skills (higher order thinking)

• Develop central ideas in the discipline first, postponing interesting but secondary details

• Establish interconnections among central ideas of the disciplines • Deepen understanding of themes over time

• Have students anchor new knowledge to central concepts to build

understanding • Have students apply familiar central ideas or strategies to their emerging

understanding of new concepts • Invite students to build increasingly complex explanations of disciplinary

concepts and processes • Have students combine facts and ideas to synthesize, evaluate, and

generalize • Have students build arguments, solve problems, and construct new

meanings and understandings

Hold High Expectations

1. Engage students in tasks that provide high challenge and high support

• Provide students with activities that are robust, but flexible enough to allow multiple entry points: all students, regardless of where they starts, will benefit from participation

• Scaffold students’ ability to participate in the activities • Ensure that students are asked to engage in increasingly more complex

tasks • Treat students as if they already possess the abilities you are seeking to

develop

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2. Engage students (and teacher) in the development of their own expertise

3. Make criteria for quality work clear for all

• Conduct metacognitive activities so that students gain knowledge of how

to learn, how to monitor their progress, and how to self-correct • Provide practice in the use of academic tools and activities so that

students appropriate them over time • Encourage students to support each other in their development • Encourage students to support each other in building academic stamina

• Use rubrics to spell out expected quality of work • Encourage students to take risks and to work hard to master challenging

academic work

Engage Students in Quality Interactions

1. Engage students in sustained interactions with teacher and peers

2. Focus interactions

on the construction of knowledge

• Invite students to go beyond brief, single responses and to elaborate, illustrate, and connect to their interlocutors’ ideas

• State explicitly that constructing new understandings is hard work, that is requires listening intently to interlocutors, making sense of what they are saying, and deciding how to respond, either by agreeing and providing further evidence or by disagreeing and stating why this is the case

• Ask students to focus on the coherence of what they are saying (Are they staying with the main ideas? Are they making sense?) and to deepen their understanding by making connections to related ideas

Sustain a Language Focus

1. Promote language learning in meaningful contexts

2. Promote disciplinary language use

3. Amplify rather than

simplify communications

4. Address specific

language issues judiciously

• Provide explicit examples, for example, formulaic expressions, of how to mark agreement, disagreement, and other moves in response to an interlocutor or text.

• Focus on social purpose of genre, audience, structure, and specific

language of disciplinary texts; have students practice deconstructing and creating similar texts.

• Give rich and varied examples, looking at difficult concepts from several angles.

• Focus corrective feedback on fluency, complexity, or accuracy, but not at the same time

Develop Quality Curriculum

1. Structure opportunities to scaffold learning, incorporating the goals above

• Set long-term goals and benchmarks • Use a problem-based approach with increasing interrelated lessons • Use a spiraling progression • Make connections between subject matter and students’ reality • Build on students’ lives and experiences

9Unit/LessonPlanning:ThreeMoments(components)inaLessonandSampleTasks Preparing Learners Sample Tasks

• Focus attention on concepts to be developed • Activate / build on background knowledge • Introduce essential new vocabulary in context • Connect lessons to students’ experiences

Think-Write-Pair-Share Quick-Write / Round-Robin Anticipatory Guide or Extended Anticipatory Guide Knowledge Rating Scale Novel Ideas Only Jig-Saw Project Frayer Model List – Group – Label (vocabulary)

Interacting with Text / Concepts / Content Sample Tasks • Deconstruct text; focus on understanding a chunk

and reconnect a chunk to the emerging whole text • Establish connections between ideas within text • Work collaboratively to discuss, evaluate, predict,

check for understanding, summarize, etc.

Teacher Model Double-entry Journal / Triple-Entry Journal Reading with a Focus / Viewing with a Focus Clarifying Bookmark or Partner Clarifying Bookmark Reading Aloud in Four Voices Partner Reading and Discussion Novel Ideas Only Four Corners Carousel

Extending Understanding Sample Tasks • Re-create text in a new genre or create new text

to represent new understanding • Apply newly gained knowledge to novel situations

or use to problem-solve • Connect ideas learned to other ideas and

experiences outside the text - compare, synthesize, evaluate, create, critique, problem solve, etc.

Collaborative Mind Mirror / Monologue Collaborative Poster Famous Phrases Create, Exchange, Assess Collaborative (Dialogue) Writing Literary Elements Famous Phrases Gallery Walk

GoogleDocs/TeacherCreatedLessonPlansTeachers have created lesson plans using the 3 Moment Lesson Planning for EDGE Fundamentals Close Reading text with words sorts. Email [email protected] for access to the Google Docs. Additional Resources: Reading Logs (leveled, genres), Background Knowledge Guide, Deep Reading of an Image Directions / Scaffolds

PennsylvaniaDepartmentofEducationforEnglishLearnersEnglish Learner Overlay (Standards): http://www.pdesas.org/Page/Viewer/ViewPage/15 Educating English Learners Basic Education Circulars (BECS), July 2017 https://tinyurl.com/y86q9svj (22 Pa. Code 4.26)

WIDAWIDA is an educational consortium of 39 state education agencies and 200 international schools. ACCESS testing is developed by WIDA. The mission of WIDA is to advance academic language development and

10academic achievement for children and youth who are culturally and linguistically diverse. WIDA’s Can Do Philosophy is grounded on students’ assets and contributions to the classroom and community. Lastly, WIDA challenges linguistic discrimination, cultural biases and racism in education.

WIDA English Language Development Standards: https://www.wida.us/standards/eld.aspx WIDA Can Do Descriptors and Key Uses Edition: https://www.wida.us/standards/CAN_DOs/

ScaffoldsSupports(WIDA)Sensory Graphic

o Real life objects (Realia) / concrete objects / Physical models

o Manipulative (measurement tools, models, scientific instruments, etc.)

o Pictures / photos o Visual representations (illustrations,

diagrams, drawings, etc.) / Cartoons

o Videos / broadcasts / audio books o Newspapers / magazines o Gestures / Physical movement o Music / songs / chants o Posters / display

o Charts / Tables o Graphs o Timelines o Number lines o Graphic organizers o Graphing paper o Number lines o Timelines o Maps o Rubrics o Study guides / Guided Notes

Interactive Verbal and Textual o Whole group o Small group o Partner (turn-&-talk) o Cooperative groups

(think/write/pair/share) o Triads o Interactive websites / software o Mentor / coach o L1 (home or first language) o Word to Word Dictionary / Picture

Dictionary o Jigsaw activities

o Labeling o Teacher Modeling / Monitoring o Repetition o Paraphrasing / Summarizing o Guiding, clarifying, probing questions o Leveled questions (5Ws) o Questioning prompts / cues o Word banks / phrase banks / word walls o Sentence starters / sentence frames / discussion frames / formulaic expressions o Cloze paragraphs / sentences o Talk moves (structured academic conversations: re-voicing/clarifying, restating,

reasoning, adding on, wait time) o Wait time

11EdgeLevelA:Unit1

Proposed Duration: 8 weeks Unit Theme Think Again

Essential Question: What influences yow you act?

Cluster Themes #1: Find out how beliefs can affect people. #2: Find out how people get to where they want to go. #3: Find out how easily people can be fooled.

Unit Story Titles #1 - Short Story - “The Experiment” (Martin Raim) #1 - Magazine Article -Superstitions: The Truth Uncovered (Jaime Kiffel) #2 - Short Story - Building Bridges (Andrea Davis Pinkney) #2 - Memoir - The Right Words at the Right Time (John Leguizamo) #3 - Short Story - The Open Window (Saki)

#3 - Folk Tale - One in a Million (a traditional Eastern tale) Close Reading: Short story – Ambush (Tim O’Brien), T70 – T73 A lesson plan for the short story is on the Google Drive for Edge A.

Edge Leveled Readers Short Stories- Mysteries of Sherlock Holmes (Sir Arthur Conan Doyle) Lexile Level 370L

Nonfiction Autobiography- Facing the Lion: Growing Up Maasai on the African Savanna (Joseph Lemasolai Lekuton) Lexile Level 720L

Contemporary Fiction- Bronx Masquerade (Nikki Grimes) Lexile Level 650L

Background Knowledge Basic English vocabulary From previous schooling From Daily Life From US Culture

Fooled Skip (to pass over)

Characters Clarify

Celebrities Celebrities Layout of New York City

Student Materials Student Book: pp. 2-83 Interactive Practice Book: pp. 6-39 Grammar & Writing Practice Book: pp. 1-30

Transparencies Reading and Writing: 1-5 Language Function: A-C Language and Grammar Lab: 1-15

Teacher Materials Teacher Edition (TE): pp. 0-83 Interactive Practice TE: pp. 6-39 Grammar & Writing Practice TE: pp. 1-30 Language & Grammar Lab TE: pp. 2-19

Audio / Technology Selection CD 1: Tracks 1-12 Selection CD 8: Tracks 1-3 Language CD: Tracks 1-3 e-Edition CD ROM

12Reading

Strategy: Plan and Monitor (review, predict, set a purpose, clarify ideas, clarify vocabulary) Literary Analysis: Analyze Character, Plot, and Setting in Short Stories Fluency: Accuracy and Rate Expression Intonation Phrasing Vocabulary Use Structural Clues: Prefixes Strategy

Key Vocabulary Academic Vocabulary: clarify, conflict, dialogue, monitor, predict, sequence

Cluster 1: belief, escape, evidence, experiment, failure, misfortune, mistaken, superstition Cluster 2: career, comedian, consent, engineer, obstacle, project, react, stubborn Cluster 3: confident, convince, doubt, foolish, nerves, shock, tragedy, worthless Vocabulary Strategy / Workshop Use Word Parts, T27 – Use Structural Clues: Prefixes and Suffixes Vocabulary Practice: Fold Cards, T27

Writing

Response to Literature • Opinion Statement • Journal Entry Written Composition

• Write a Narrative Paragraph • Write a Short Comparison Writing Across the Curriculum:

• Career Chart: Career Choices

Language Workshop Language Functions: Ask and Answer Questions

Grammar: Complete Sentences

Plural Nouns Subject-Verb Agreement

Listening & Speaking: Think, Pair, Share: Evaluate Possible Endings

Oral Report: Health-Old Beliefs Role –Play: Interview Folk Tales: Trickster Tales Participate in a Discussion

Unit Project Children’s Book, T68 Workplace Workshop At a Television Station, T28

Writing Project Personal Narrative, T74B – T89 Writing Traits: Focus and Unity

Assessment Formative: Independent reading Journal Interactive Practice Book, Unit 1 Summative: Cluster Tests 1, pp. 1c – 1e; 2, pp. 1g-1i 3, pp. 1k – 1m Reading Reflection: pp. 1b, 1f, 1j Unit 1 Wrap Up Test: pp. 2-14

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StudentLearningOutcomes/PACoreStandardsListening Determine the word meaning or the effect on meaning of selected prefixes and suffixes (such as re-, un-, dis-,

-tion, -less, -ly). Identify facts that answer the listeners’ questions in a literary or informational text that is heard.

Speaking Participate in sustained, interpersonal conversations. Present information orally, using an appropriate degree of formality for the audience and setting. C.C.1.5.9-10.B: Evaluate a speaker’s perspective, reasoning, and use of evidence… C.C.1.5.9-10.D: Present information, findings, and supporting evidence clearly, concisely… listeners can follow the line of reasoning…

Reading Identify and apply strategies to enhance comprehension of texts. Analyze a common theme presented in various genres. C.C.1.3.9-10.B: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. C.C.1.3.9-10.E: Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect. C.C.1.1.2.9-10.G: Analyze various accounts of a subject told in different mediums.

Writing Write a personal or persuasive essay, expressing an attitude or position. Revise writing to improve organization of ideas. C.C.1.4.9-10.S: Draw evidence form literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction. C.C.1.4.9-10.X: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. C.C.1.4.9-10.M: Write narratives to develop real or imagined experiences or events. C.C.1.4.9-10.N: Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple points of view, and introducing a narrator and/or characters. C.C.1.4.9-10.P: Create a smooth progression of experiences or events …

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*Priority Projects

Genres Literary Elements / Text Structure Analysis & Critique

Key Unit 1 Vocabulary

New Academic Vocabulary

Vocabulary Strategies

Academic Tasks

Short Stories Magazine Article Memoir Folk Tale

Author’s perspective Captions Characters Details Diagrams Dialect Headings Historical Connections to Topic / Text Non-fiction text features: Photos Plot Plot Line Diagram Setting Subheadings Text Structure: Cause / Effect Visuals and effects

Cluster 1: belief, escape, evidence, experiment, failure, misfortune, mistaken, superstition Cluster 2: career, comedian, consent, engineer, obstacle, project, react, stubborn Cluster 3: confident, convince, doubt, foolish, nerves, shock, tragedy, worthless

Clarify Conflict Dialogue Monitor Predict Sequence Disciplinary Vocabulary TV Broadcasting: Station Broadcast Documentary Journalism Jobs & Careers: Form, crew, application, training, salary

Prefixes: Dis- Mis- Im- In- Re- Suffixes: -able -ible -er -ion -tion -ly -less -ful Word maps Examples Non-examples Definition map Vocabulary Study Cards Word Sorts Drama Cognates Yes/No Questions

Analyze Brainstorm Choose appropriate research resources Clarify Compare Compare across texts Confirm predictions Debate Discuss Draw Draw conclusions Evaluate Explain Gather and organize information Imagine Interpret Label Make a connection Paraphrase Predict Preview Recognize Rephrase / restate Respond to… Set a purpose Speculate Use context clues Use graphic organizers

Cluster 1 – Suggested Products



Vocabulary Cards Anticipation Guide Prediction Chart Purpose Questions Narrative Paragraph *Brochure *Plot Diagram T-Chart / Setting (Text and Visuals)

Definition Map Word Web(s) Character Chart Comparison Paragraph Venn Diagram *Role-Play

Character Chart T-Chart / Setting *Personal Narrative *Monologue *Children’s Book

15EdgeLevelA:Unit2

Proposed Duration: 8 weeks Unit Theme Family Matters

Essential Question How Do Families Affect Us?

Cluster Themes #1: Explore the science behind family resemblances. #2: Learn about the impact of family meals. #3: Read about how the behavior of parents can make a difference.

Unit Story Titles #1 - Nonfiction: Science Article - Genes: All in the Family (Robert Winston)

#1 Nonfiction: Science Article - Genes: All in the Family (Robert Winston) #1 Nonfiction: Science Procedure - How to See DNA (Genetic Science Learning Center) #2 Nonfiction: Research Report - Do Family Meals Matter?

(Mary Story and Dianne Neumark-Sztainer) #2 Nonfiction: Anecdote - Fish Cheeks (Amy Tan) #3 Nonfiction: Memoir - Only Daughter (Sandra Cisneros) #3 Nonfiction: News Commentary –Calling a Foul (Stan Simpson) #3 Surveys -Surveys on Sports (National Alliance for Youth Sports) Close Reading: Memoir – from The Color of Water (James McBride), T160 - - T163

Edge Leveled Readers

Classic Fiction - Jane Eyre (Charlotte Bronté) Contemporary Fiction - Finding Miracles (Julia Alvarez)

Short Stories - Walking Stars (Victor Villanseñor)


Influence Eliminate Feedback

Vague Confusing

Purpose Result

Nonfiction What is a cell?

Feedback

Documentary Medical laboratory

Over excited parents at youth sporting event


Transparencies Reading and Writing: 6-9 Language Function: D-F Language and Grammar Lab: 16-30

Teacher Materials Teacher Edition (TE): pp. T89A-T179 Interactive Practice TE: pp. 42-77 Grammar & Writing Practice TE: pp. 35-64 Language & Grammar Lab TE: pp. 20-37


16Reading

Strategy: Ask Questions (self-question, question the author, question-answer relationship) Literary Analysis: Analyze Author’s Purpose Fluency: Accuracy and Rate Expression Intonation Phrasing Vocabulary: Use Context Clues

Key Vocabulary Academic Vocabulary: category, evaluate

Disciplinary Vocabulary: Science: amino acids, code, natural world, protein, scientists Medial Lab Profession: Tissue, precision, interpret, supervise Cluster 1: control, extraction, inherit, molecule, sequence, trait, transmit, unique Cluster 2: appreciate, beneficial, bond, consume, data, research, survey, united Cluster 3: abusive, approval, behavior, circumstance, destiny, embarrass, role, valuable Vocabulary workshop Expository Writing: News Article

Vocabulary Workshop Use Context Clues

Writing

Response to Literature Write About Literature • Opinion Paragraph

• Critical Review • Guide for Parents Written Composition • Write a Biographical Sketch • Write an Expository Paragraph Writing Across the Curriculum

Research and Writing the Curriculum

• Biology: Explore the Genome • Poster: The Human Genome Project • Arts: Design and Informational Brochure • Flier: Places of Origin

Language Workshop Language Functions: Express Likes and

Dislikes Express Ideas and

Feelings Express Needs and

Intentions

Grammar: Subject Pronouns Action Verbs and Helping Verbs Present Tense Verbs

Listening & Speaking: Scavenger Hunt: Collect Nonfiction Examples

Role-Play: Radio-Talk-Show Oral Report: Dining Customs Participate in a Discussion

Unit Project Biographical Documentary

Workplace Workshop Inside a Medical Laboratory

Writing Project Expository Writing: News Article Writing Trait: Development of Ideas

Assessment Formative: Independent Reading Journal Interactive Practice Book Summative: Cluster Test 1, 15c-e Cluster Test 2, 15g-i Cluster Text 3, 15k-m Reading Reflection Unit 2 Test: pp. 16-29 Unit 2 Wrap Up

17

StudentLearningOutcomes/PACoreStandardsListening Take notes (using graphic organizers) while listening for specific information. Determine meanings of words with inflections (looks, looked, looking) by using knowledge of base word (look)

Speaking Request opinions, preferences, and wishes orally from peers. Use basic grammar patterns in speaking to produce familiar statements, questions, and commands. C.C.1.5.9-10.A: Initiate and participate effectively in a range of collaborative discussions on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. C.C.1.5.9-10.D: Present information, findings, and supporting evidence clearly, concisely… listeners can follow the line of reasoning…

Reading Identify words, phrases, and sentences that determine meaning in expository paragraphs. Support individual interpretations or conclusions, using evidence from an informational text. C.C.1.3.9-10.B: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. C.C.1.3.9-10.E: Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect. C.C.1.3.9-10.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibly from a range of strategies and tools.

Writing Select and use words to increase detail in writing. Create media productions using effective images, texts, music, sound effects and/or graphics. C.C.1.4.9-10.A: Write informative / explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. C.C.1.4.9-10.C: Develop and analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples, appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. C.C.1.4.9-10.D: Organize ideas, concepts, and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; including formatting when useful to aiding comprehension; provide a concluding statement or section. C.C.1.4.9-10.E: Write with an awareness of stylistic aspects of composition: use precise language and domain-specific vocabulary…; establish and maintain a formal style and objective tone… C.C.1.4.9-10.R: Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling.

18




KWL Chart Double-Entry Journal List/Genetic Triantis Science Procedure Chart Poster/ Human Genome Project *Expository Paragraph *Job Outlook Chart

Vocabulary Cards T-Chart/Q & A Character Analysis Summary/ Graph Feature Chart / Research Report Features Word Web Critical Review / Research *Biographical Sketch *Interview

Double-Entry Journal Venn Diagram/Characters List / Memoir Details List / Facts to Support Commentary *Parent Guide Problem / solution Paragraph *News Article *Documentary

*Priority Projects

Genres: Types of Nonfiction

Literary Elements / Text Structure Analysis & Critique




Academic Tasks

Expository text, procedural text, narrative nonfiction Science article Science procedure Research report Anecdote Memoir News commentary Surveys

Visuals and effects Author’s purpose Descriptive language Information Graphics: diagrams, photos, maps Topics in Social Context Topics in Historical Context Effects of Visual Arts on Mood Allusions Style

Cluster 1: control, extraction, inherit, molecule, sequence, trait, transmit, unique Cluster 2: appreciate, beneficial, bond, consume, data, research, survey, united Cluster 3: abusive, approval, behavior, circumstance, destiny, embarrass, role, valuable

Academic: Category Evaluate Disciplinary Vocabulary Science: Amino acids Code Natural world Protein Scientists Medical Lab Profession: Tissue Precision Interpret Supervise

World maps Examples Non-examples Cognates Yes/No questions Dictionaries / online dictionaries Denotation / connotation chart Context Clues: synonyms, antonyms

Analyze Ask question / self-question Assess Choose appropriate resources Compare across texts Compare Convert data into graphic aids Debate Discuss Evaluate Gather and organize information Generalize Imagine Interpret & respond Judge Make connections Make inferences Paraphrase Question the author Recognize Relate Speculate Summarize Use context clues Use graphic organizers Use reference sources

19

EdgeLevelA:Unit3 Proposed Duration: 8 weeks Unit Theme True Self

Essential Question Do We Find or Create

Our True Selves?

Cluster Themes #1: Explore whether appearance matters. #2: Find out about people who put themselves in categories. #3: Discover some struggles that people must face about their identity.

Unit Story Titles #1 - Short Story - Heartbeat (David Yoo) #1 - Comic Strip - Zits (Jerry Scott and Jim Borgman) #1 - Informative Article - Behind the Bulk (Cate Baily)

#2 - Short Story - I Go Along (Richard Peck) #3 - Poem - Theme for English B (Langston Hughes) #4 - Short Story - The Pale Mare (Marian Flandrick Bray) #4 - Poem - My Horse, Fly Like a Bird (Virginia Driving hawk Sneve) #4 - Poem - Caged Bird (Maya Angelou)

Close Reading: Persuasive Essay - The Outliers (Malcolm Gladwell), T258 – T261


Adapted Classic -Dr. Jekyll and Mr. Hyde (Robert Louis Stevenson)

Contemporary Fiction - Start Girl (Jerry Spinelli) Biography - Out of War (Sara Cameron)


Fitness Warrior

The difference between lifting

weights and gaining / losing weight

“Colored” (as an archaic ethnic term)

Tracking: the difference between regular and advance

lasses Lakota warrior

Student Materials Student Book: pp. 170-263 Interactive Practice Book: pp. 92-127 Grammar & Writing Practice Book: pp.69-98

Transparencies Reading and Writing: 10-14 Language Function: G-I Language and Grammar Lab: 31-45

Teacher Materials Teacher Edition (TE): pp. 169A-T263 Interactive Practice TE: pp. 80-108 Grammar & Writing Practice TE: pp. 69-98 Language & Grammar Lab TE: pp. 38-55


20Reading

Strategy: Make Inferences Literary Analysis: Analyze Point of View in Short Stories Fluency: Accuracy and Rate Expression Intonation Phrasing Vocabulary Word Families Strategy: Latin and Greek Roots

Key Vocabulary Academic vocabulary: assume, inference, perspectives Disciplinary vocabulary: Health: pulse, caloric, lean, metabolism, lungs Fitness Industry: client, personalize, coordinate Astronomy: Nova, astronomy, eclipse, cluster, planet Cluster 1: appearance, depressed, distorted, illusion, normal, solution, transform, weight Cluster 2: advanced, category, poet, potential, program, realize, serious, understand Cluster 3: claim, freedom, goal, ideals, implore, roots, struggle, tradition

Vocabulary Workshop: Use What You Know – Word Families

Writing

Response to Literature Write About Literature • Explanation • Opinion Statement • Cause-and-Effect Paragraph Written Composition • Write a Comparison/Contrast Piece • Write a Response to Literature Writing Across the Curriculum Research and Writing the Curriculum • Explore Media Influence • Historic Harlem • Explore Ornithology

Language Workshop Language Functions: Give and Respond to

Commands Make and Respond to

Requests Give Directions

Grammar: Verb tenses

Pronouns

Listening & Speaking: Dramatize and Discuss: Questions About Narrators

Role-play: Medical Check-Up Critique: Illustrations Evaluation: Music: Musical Styles Dramatic Reading: Drama Participate in a Discussion

Unit Project Gallery Walk

Workplace Workshop Inside a Health Club

Writing Project Short Story, T2626B Writing Trait: Organization

Assessment Formative: Independent Reading Journal Summative: Cluster Test 1, 30c-e Cluster Test 2, 30g-i Cluster Text 3, 30k-m Reading Reflection, 30b, f Unit 3 Test Unit 3 Wrap Up

21

StudentLearningOutcomes/PACoreStandards

Listening Demonstrate comprehension of oral questions that are based on academic content.

Speaking Make predictions or inferences based on a story or information that has been heard. Rehearse and dramatize stories, plays and poems, using eye contact and voice volume appropriate for an identified audience. CC.1.5.9-10.B: Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying and fallacious reasoning or exaggerated or distorted evidence.

Reading Identify and apply strategies to enhance comprehension of texts. Analyze and provide evidence from a text to support understanding of theme. C.C. 1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective support of the text. C.C.1.1.9-10.B: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject.

C.C.1.3.9-10.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibly from a range of strategies and tools.

Writing Write a story with well-developed characters, setting, dialogue and conflict and resolution that includes sufficient descriptive detail. After writing or dictating a composition, identify words and phrases that could be added to make the thought clearer. C.C.1.4.9-10.S: Draw evidence from literary or informational texts to support analysis, reflection and research, applying grade level reading standards for literature and literary non-fiction. C.C.1.4.9-10.T: Develop and strength writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. C.C. 1.4.9-10.X: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences. C.C.1.4.9-10.R: Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling.

22


Cluster 2 – Suggested Products Cluster 3 – Suggested Products

Definition Map Cause / Effect chart *Role-Play Opinion chart / Point-of-View Inference Chart Venn Diagram / Point-of – View Definition Logical Order Paragraph *Email request

T-Chart / Effect Inference and Support Chart / Character Category Chart / Genres *Compare / Contrast Paragraph List / Analysis of Informal Style *Story Retelling

Key Vocabulary Chart Character chart T-Chart / Inferences about the horses Inference Chart Elements of Poetry *Cause / Effect Paragraph Response to Literature / Paragraph Frame *Short Story Gallery Walk

*Priority Projects





Academic Tasks

Fiction: Short Stories Comic Strip Nonfiction: Informative Article Poetry / Poems

Author’s perspective Cartoons / comic strips Characters Details Development of Setting Diagrams Effect on visual arts on mood Elements of poetry (rhyme, symbol, rhythm) First-Person Point of View Graphics Idiom Mythological allusions Plot Style Theme Third-Person Limited Point of View Third-Person Point of View

Cluster 1: appearance, depressed, distorted, illusion, normal, solution, transform, weight Cluster 2: advanced, category, poet, potential, programs, realize, serious, understand Cluster 3: claim, freedom, goal, ideals, implore, roots, struggle, tradition

Academic: Assume Inference Perspective Disciplinary Vocabulary Health: Pulse Caloric Lean Metabolism Lungs Fitness Industry: Client Personalize Coordinate Astronomy: Nova Astronomy Eclipse Cluster Planet

Categories Cognates Definition maps Examples Key vocabulary chart Latin and Greek roots Non-examples Rephrase language Word families Word maps Word walls

Analyze Access Compare across texts Compare Confirm predictions Convert data into graphics Create a multi-genre response Critique Discuss Dramatize Draw conclusions Evaluate Gather and evaluate information Generalize Give & support opinions Give feedback Identify Imagine Interpret & respond Make connections Make inferences Paraphrase

23EdgeLevelA:Unit4

Proposed Duration: 8 weeks Unit Theme Give and Take

Essential How Much Should People Help Each Question Other?

Cluster Themes #1: Read about helpful and harmful relationships. #2: Learn what families do for each other in special situations. #3: Read about people who can barely survive on their own.

Unit Story Titles #1 - Nonfiction: Informational Text -Enabling or Disabling? (Sandra R.Arbetter) #1 - Nonfiction: Essay -This I believe (Isabel Allende)

#2 - Nonfiction: Autobiography - Brother Ray: Ray Charles’s Own Story (Ray Charles and David Ritz) #2 - Song Lyrics - Hard Times (Ray Charles) #2 - Nonfiction: Memoir - Power of the Powerless (Christopher de Vinck) #3 - Nonfiction: Eulogy - He Was No Bum (Bob Greene) #3 - Poem - miss rosie (Lucille Clifton) Close Reading: Essay – Household Words (Barbara Kingsolver), T344 – T347


Contemporary Fiction - Of Sound Mind (Jean Ferris) Legends / Myths - The Ch’i-lin Purse (retold by Linda Fang)

Biography -The Forbidden Schoolhouse (Suzanne Jurmain)

Background Knowledge Basic English vocabulary From previous schooling From Daily Life From US Culture Volunteer / volunteering

Mental health Looking down on… Service organization

Bum Skid row

Mental health Service organizations US football related terms (quarterback, sacked,

quarter, season, 22-yeard pass, 2-yard-line,

touchdown) Softball/ baseball-related

terms (runs batted in, batting average, and stolen

bases) Helen Keller

Skid row Student Materials

Student Book: pp. 265-421 Interactive Practice Book: pp. 136-171 Grammar & Writing Practice Book: pp.103-132

Transparencies Reading and Writing: 15-19 Language Function: J – L Language and Grammar Lab: 46-60

24 Teacher Materials Teacher Edition (TE): pp. T263A-T345 Interactive Practice TE: pp. 118-148 Grammar & Writing Practice TE: pp. 103-132 Language & Grammar Lab TE: pp. 56-61

Audio / Technology Selection CD4: Tracks 1-8 Selection CD 8: Tracks 10-12 Language CD: Tracks10-12 e-Edition CD ROM

Reading

Strategy: Determine Importance Literary Analysis: Analyze Nonfiction Text Features and Structure Fluency: Accuracy and Rate Expression Intonation Phrasing Vocabulary Use Context Clues for Multiple-Meaning Words

Strategy: Use Context Clues for Unfamiliar Words

Key Vocabulary Academic Vocabulary: Justify Summarize

Disciplinary Vocabulary: Mental Health Profession: Rehabilitation, psychology, diagnose, residency Cluster 1: agony, avoid, consequence, dependent, enable, relationship, rescue, responsibility Cluster 2: advice, communicate, condition, disabilities, discipline, hero, outlook, presence Cluster 3: arrange, destruction, dignity, guardian, intervene, survive, veteran, willingly

Vocabulary Workshop Access Words During Reading – Use Contextual Analysis to Determine Word Meaning

Writing Response to Literature

Write About Literature • Journal Entry

• Summary Paragraph • Opinion Statement Written Composition • Paragraph to Express an Idea • Personal Essay Writing Across the Curriculum Research and Writing the Curriculum

• Explore Community Service • Poster: Support Groups

Language Workshop Language Functions: Describe an

Experience Describe People and

Places Describe Events

Grammar: Possessive Words Prepositions Object Pronouns

Listening & Speaking: Add Text Features: Compare Text Features

Slide Show: Biographies Extemporaneous Talk: Helping Veterans Participate in a Discussion

Unit Project Present Your Project: Multimedia Presentation

Workplace Workshop Inside a Mental Health Center

25Writing Project Problem-Solution Essay, T348B – T363 Writing Trait: Voice and Style

Assessment Formative: Independent Reading Journal Interactive Practice Book Summative: Cluster Test 1, 44c-e Cluster Text 2, g-i Cluster Test 3, k-m Reading Reflection: pp. 44b, f, j Unit 4 Test: pp. 45-57 Unit 4 Wrap Up

StudentLearningOutcomes/PACoreStandards

Listening Identify important information about academic content, using prior knowledge and/or visual cues as needed.

Speaking Plan, rehearse, and orally present information in a brief report, using visual cues. CC.1.5.9-10.B: Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying and fallacious reasoning or exaggerated or distorted evidence.

Reading Identify details that support main idea(s) in a literary or an informational text. Use knowledge of organizational structures in nonfiction text to determine its meaning. C.C. 1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective support of the text. C.C.1.3.9-10.F; Analyze how words and phrases shape meaning and tone in texts.

C.C.1.3.9-10.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibly from a range of strategies and tools.

Writing Organize information about a topic into a multi-paragraph format with an introductory paragraph, supporting paragraphs, and a concluding paragraph. Vary expression by employing new words an phrases in writing. C.C.1.4.9-10.A: Write informative / explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. C.C.1.4.9-10.D: Organize ideas, concepts and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; including formatting when useful to aiding comprehension; provide a concluding statement or section. C.C.1.4.9-10.C: Develop an analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. C.C.1.4.9-10.E: Write with an awareness of the stylistic aspects of composition. (1) Use precise language and domain-specific vocabulary to manage the complexity of the topic. (2) Establish and maintain n a formal style and objective tone while attending to the norms of the discipline in which they are writing. C.C.1.4.9-10.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction.

26




Definition Map Cause / Effect chart Concept Web / Main Idea Details – Main Idea chart Main Idea Outline Journal Entries *Expressive Paragraph *Poster / Support Groups *Career Details from Research

Key Vocabulary Chart Sequence Chain T-Chart / Phrases Venn Diagram / Ideas Across Genres Summary Planner Concept Web / Feelings *Personal Essay *Oral Report

Vocabulary Study Card Graphic Organizer / Important Events Sequence Chain T-Chart / Importance Opinion Statement List /Alliteration and Repetition *Multimedia Presentation *Problem / Solution Essay

* Priority Projects





Academic Tasks

Informational Text Essay Autobiography Memoir Song Lyrics Eulogy Poem

Main ideas Supporting details Style: word choice, repetition, figurative language, question to the reader Nonfiction text features Text structure: Chronology Literature and film Figurative language Repetition Alliteration Similes & metaphors Author’s purpose Information from media and technology Problems and solutions Visuals and effects Checklists Author’s experiences Universal themes Maps Characters

Cluster 1: Agony Avoid Consequence Dependent Enable Relationship Rescue Responsibility Cluster 2: Advice Communicate Condition Disabilities Discipline Hero Outlook Presence Cluster 3: Arrange Destruction Dignity Guardian Intervene Survive Veteran Willingly

Academic: Justify Summarize Disciplinary Vocabulary Mental Health Profession: Rehabilitation Psychology Diagnose Residency

Key vocabulary chart Definition map Word maps Examples Non-examples Context clues: Multiple-meaning words (body, private, station) Unfamiliar words Word sorts Workbench activity Role-Plays Yes / No Questions Cognates

Analyze Apply literature to personal life Compare across texts Compare Conduct research & gather information Debate Describe Determine importance Evaluate Explain Identify Judge Make a multi-media presentation Make connections Make inferences Paraphrase Preview Recognize Relate Rephrase / Restate Interpret & respond Set a purpose Speculate Summarize Use graphic aids to support message Use graphic organizers

27

EdgeLevelA:Unit5 Proposed Duration: 8 weeks

Unit Theme Fair Play

Essential Question Do People Get What They Deserve?

Cluster Themes #1: Find out how people deal with bullies. #2: Find out how people respond to violence in their communities. #3: Find out what happens to people who insult others.

Unit Story Titles #1 - Short Story -Jump Away (René Saldaña, Jr.) #1 - Personal Narrative - Showdown with Big Eva (Laila Ali)

#2 - Short Story - Fear (Terry Trueman) #2 - Magazine Article - Violence Hits Home (Denise Rinaldo) #3 - Short Story -Abuela Invents the Zero (Judith Ortiz Cofer) #3 - Personal Narratives - Karate (Huynh Quang Nhuong) Close Reading: Speech - Why We Must Never Forget (Noman Y. Mineta), T440 – T443


Adapted Classic - Dracula (Bram Stroker) Contemporary - Emako Blue (Brenda Woods)

Graphic Nonfiction -Cesar Chavez: Fighting for Farmworkers (Eric Braun)


Comic book / graphic novel

Catholicism and related terms (mass, Pope, communion

and blessing)

Fraidy-cat Muhammed Ali

Gangs Comic book / graphic

novel


Transparencies Reading and Writing: 20-23 Language Function: M – O Language & Grammar Lab: 61-75

Teacher Materials Teacher Edition (TE): pp. T346A-T437 Interactive Practice TE: pp. 156-195 Grammar & Writing Practice TE: pp. 137-166 Language & Grammar Lab TE: pp. 74-91

Audio / Technology Selection CD 5: Tracks 1-9 Selection CD 8: Tracks 13-15 Language CD Tracks 13-15 e-Edition CD ROM

28Reading

Strategy: Make Connections Literary Analysis: Analyze Theme Fluency: Accuracy and Rate Expression Intonation Phrasing Vocabulary: Relate Words: Synonyms and Antonyms

Strategy: Use reference sources to understand word relationships

Key Vocabulary Academic Vocabulary: consequence Disciplinary Vocabulary: Psychology: fantasies, act out, counselor, stereotyping, role models Social Studies: karate, self-defense, weapon, opponent, bow Cluster 1: attitude, bully, challenge, confront, intimidate, reform, revelation, sympathetic Cluster 2: defiant, intruder, motivate, positive, reaction, response, revenge, violence Cluster 3: assume, compromise, existence, ignore, inconvenient, insult, ridiculous, value Vocabulary Workshop

Make Word Connections – Word Relationships

Writing

Response to Literature Write About Literature

• Opinion Statement • Letter to the Editor

• Letter of Advice Written Composition • Write an Expressive Paragraph • Write a Character Sketch • Organization Research and Writing Curriculum

• Visual Display: Explore Bridges • Stages of Grief • Brochure: Puerto Rico

Language Workshop Language Functions: Ask for and Give

Information Engage in Conversation

Define and Explain Grammar: Adjectives Adverbs

Listening & Speaking: Think Pair Share: Questions About Endings and Theme

Dramatization Role-Play: Counseling Session Review: Graphic Novels Panel Discussion: Human Relations Participate in a Discussion

Unit Project Comic Book or Graphic Novel

Workplace Workshop Inside a School

Writing Project Description of a Process, T448B – T459 Writing Trait: Organization

Assessment Formative: Independent Reading Journal Summative: Cluster Test 1, pp. 58c-e Cluster Test 2, pp. 58g-i Cluster Test 3, pp. 58k-m Reader Reflection, 58b, f, j Unit 5 Test: pp. 59-72

29

StudentLearningOutcomes/PACoreStandardsListening Demonstrate comprehension of frequently used synonyms and antonyms.

Speaking Participate in classroom discussions and activities, when frequently used synonyms and antonyms. C.C.1.5.9-10.A: Initiative and participate effectively in a range of collaborative discussions on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. CC.1.5.9-10.B: Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying and fallacious reasoning or exaggerated or distorted evidence.

Reading Use knowledge of organizational structures in nonfiction text to determine its meaning. Distinguish forms and purposes of informational and expository materials. C.C. 1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective support of the text. C.C.1.3.9-10.B: Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme. C.C.1.3.9-10.E: Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect. C.C.1.2.9-10.G: Analyze various accounts of a subject told in different mediums (e.g. a person’s life story in both print and multimedia), determining which details are emphasized in each account.

Writing Write a brief response to a literary text or an explanation of an informational text, using evidence from the text as support. Evaluate and revise word choice, sentence variety, and organization of ideas. C.C.1.4.9-10.A: Write informative / explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately. C.C.1.4.9-10.D: Organize ideas, concepts and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; including formatting when useful to aiding comprehension; provide a concluding statement or section. C.C.1.4.9-10.C: Develop an analyze the topic with relevant, well-chosen, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic; include graphics and multimedia when useful to aiding comprehension. C.C.1.4.9-10.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction. C.C.1.4.9-10.X: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

30




Anticipation Guide Character Notes Concept Webs Text to Self Connection Chart Character Chart / Before & After *Dramatization *Expressive Paragraph *Letter of Invitation

Meaning Maps (Vocabulary) Concept Maps Role-play Problem / Solution Chart Statement of Theme Connections Chart List / Magazine Information *Email *Character Sketch *Panel Discussion

Double-Entry Journal Concept Web / Abuela State of Theme Connections Chart *Letter of Advice Chronological Paragraph *Comic Book *Description of Process

*Priority Projects





Academic Tasks

Short Stories Personal Narratives Magazine Article

Theme Irony Flashback Suspense Mood Tone Effect of visual arts on mood Cartoon Character / character development Conflict Author’s inspiration Author’s experience Author’s perspective Author’s style Design elements Setting Literary allusions Dialogues Colors and shapes Repetition Perspective Word Choice Idioms

Cluster 1: Attitude Bully Challenge Confront Intimidate Reform Revelation Sympathetic Cluster 2: Defiant Intruder Motivate Positive Reaction Response Revenge Violence Cluster 3: Assume Compromise Existence Ignore Inconvenient Insult Ridiculous Value

Academic: Consequences Disciplinary Vocabulary Psychology: Fantasies Act out Stereotyping Role models Social Studies: Karate Self-defense Weapon Opponent Bow

Synonyms Antonyms Thesaurus Dictionary Expanded meaning map Word maps Examples Non-examples Cognates Word wall Vocabulary cards Word study cards Word sort Yes/No Questions Word bench Activity

Analyze Compare across texts Compare and contrast Confirm predictions Debate Describe Dramatize Draw conclusions Evaluate Explain Gather information Generalize Identify Interpret & Respond Make connections Predict Preview Recognize Relate Rephrase / restate Research & confirm Retell Set a purpose Speculate Summarize Use content clues Use graphic organizers Use reference sources

31

EdgeLevelA:Unit6 Proposed Duration: 8 weeks

Unit Theme Coming Of Age

Essential Question What Rights and

Responsibilities Should Teens Have?

Cluster Themes #1: Decide whether teens are mature enough to vote. #2: Learn what people think of teen curfews. #3: Read about the reality of adult responsibilities.

Unit Story Titles #1 - Nonfiction: Argument -16: The Right Voting Age (National Youth Rights Association) #1 - Nonfiction: Expository Nonfiction -Teens Brains Are Different (Lee Bowman)

#2 - Nonfiction: Magazine Opinion Piece - Should Communities Set Teen Curfews? (Barabara Bey) #2 - Nonfiction: Commentary - Curfews: A National Debate

#3 - Nonfiction: Essay - What Does Responsibility Look Like? (Louise Bohmer Turnbull) #3 - Nonfiction: Functional Documents - Getting a Job

Close Reading: Interview: Trashing Teens (Hara Estroff Marano), T522 – T525

Edge Leveled Readers Short Stories - Crazy Loco (David Rice) Autobiography - Thura’s Diary (Thura Al-Windawl)

Historical Fiction - Ties That Binds, Ties That Break (Lensey Namioka)


Position (as side in an argument)

Position (as a job) Appeal Formal Rights

Responsibilities

Percentages Formal ( as a style of

writing) Rights

Responsibilities

What is an ad campaign?

Formal

Teenagers


Transparencies Reading and Writing: 20-23 Language Function: M – O Language & Grammar Lab: 76-80

32Teacher Materials Teacher Edition (TE): pp. T438A-T515 Interactive Practice TE: pp. 198-235 Grammar & Writing Practice TE: pp. 171-200 Language & Grammar Lab TE: pp. 92-109


Reading Strategy: Synthesize Literary Analysis: Analyze Argument and Evidence Fluency: Accuracy and Rate Expression Intonation Phrasing Vocabulary Strategies: Use reference Sources (dictionary) to understand specialized vocabulary Analogy Use reference sources (dictionary) to understand multiple-meaning words

Key Vocabulary Academic Vocabulary: ethics, evidence, logic Disciplinary Vocabulary: Science: neuron, gray matter, cell, hormone, nerve fiber Government: amendment, branch, elect, party, poll, primary Postal Service: rate, claim, enforce, investigate Jobs & Careers: career, management, reference, coworker, promote Cluster 1: establish, generation, judgment, mature, participate, politics, qualified, vote Cluster 2: accountable, authority, discrimination, impose, neglect, prohibit, restriction, violate Cluster 3: afford, dropout, experience, income, independent, position, reality, reckless

Vocabulary Workshop Build Word Knowledge – Use Reference Source

Writing Response to Literature Write About Literature

• Analysis • Argument

• Letter of Persuasion Written Composition • Write a Letter to the Editor • Write an Expository Essay Writing Across the Curriculum

• Diagram the Brain • Cause-and-Effect Essay

Language Workshop Language Functions: Make Comparisons Express Opinions

Persuade Grammar: Indefinite Pronouns Word Order Compound Sentences

Listening & Speaking: Think Pair Share: Questions About Arguments and Evidence

Role-Play: Job Interview Participate in a Discussion

Unit Project Ad Campaign, T526

Workplace Workshop Inside the Postal Service, T484 – T485

33Writing Project Persuasive Essay, T526B – T541 Writing Trait: Development of Ideas

Assessment Formative: Independent Reading Journal Summative: Cluster Test 1, pp. 73c-e Cluster Test 2, pp. 73g-i Cluster Test 3, pp. 73k-m Reader Reflection, pp. 73b, f, j Unit Test 6, pp. 74 - 88

StudentLearningOutcomes/PACoreStandardsListening Demonstrate comprehension of common words with multiple meanings (such as saw, can, sentence).

Speaking Participate in small-group activities, playing a specific role. C.C.1.5.9-10.A: Initiative and participate effectively in a range of collaborative discussions on grade level topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. C.C.1.5.9-10.D: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning; ensure that the presentation is appropriate to purpose, audience, and task.

Reading Use knowledge of text features to determine the purpose and meaning of a text. C.C. 1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective support of the text. C.C.1.3.9-10.E: Analyze how an author’s choices concerning how to structure a text, order events within it and manipulate time create an effect. C.C.1.3.9-10.F: Analyze how words and phrases shape meaning and tone in texts. (figurative, connotative, and technical meanings) C.C.1.3.9-10.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibility from a range of strategies and tools.

Writing Write a letter, using appropriate form and degree of formality for its intended audience. C.C.1.9-10.D: Organize ideas, concepts and information to make important connections and distinctions; use appropriate and varied transitions to link the major sections of the text; including formatting when useful to aiding comprehension; provide a concluding statement or section. C.C.1.4.9-10.G: Write arguments to support claims in an analysis of substantive topics. C.C.1.4.9-10.I: Distinguish the claim(s) from alternate or opposing claims; develop claim(s) fairly, supplying evidence for each while pointing out the strengths and limitations of both … C.C.1.4.9-10.J: Create organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence; … provide a concluding statement or section that follows from and supports the argument presented. C.C.1.4.9-10.K: Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. C.C.1.4.9-10.L: Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

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Definition Maps Evidence chart Argument / Evidence Paragraph Main Idea Chart Opinion Analysis *Letter to the Editor *Job Summary

Definition Maps Comparison Charts T-Chart / Feelings Summary / Chart Information Argument / Curfew *Cause / Effect Essay on Current Affairs *Persuasive speech

Generalization Charts Vocabulary Study Cards Concept Map / Logical Appeals Chart Cover Letter Resume *Expository Essay *Ad Campaign *Persuasive Essay

*Priority Projects





Academic Tasks

Nonfiction: Argument Expository nonfiction Magazine opinion piece Commentary Essay Functional Documents (cover letter, resume, business letter, job application, help system)

Test structure: Main ideas & details, cause / effect Author’s purpose Author’s perspective Author’s tone Arguments & support Persuasive techniques Functional documents Visuals & Effects Speaker’s message Photographs Ads / advertisements Types of arguments: Logical appeals, ethical appeals, emotional appeals) Types of evidence: facts, statistics, quotations, expert opinions, personal memoirs Topics in Historical Context Topics related to Social conditions Maps Charts Diagrams

Cluster 1: Establish Generation Judgment Mature Participate Politics Qualified Vote Cluster 2: Accountable Authority Discrimination Impose Neglect Prohibit Restriction Violate Cluster 3: Afford Dropout Experience Income Independent Position Reality Reckless

Academic: Ethics Evidence Logic Disciplinary Vocabulary Science: Neuron, gray matter, cell, hormone, nerve fiber Government: Amendment, branch, elect, party, poll, primary Postal Service: rate, claim, enforce, investigate Jobs & Careers: career, management, reference, coworker, promote

Dictionaries

Analogies

Multiple-meaning words Definition map

Word map

Examples

Non-examples

Cognates

Word wall

Vocabulary cards Yes / No Questions Structural analysis: Latin / Greek Roots

Analyze Assess Compare across texts Compare Critique Draw Conclusions Evaluate Explain Express opinions Generalize / Form Generalizations Give a speech Identify Interpret & respond Label Make a logical argument Make connections Make inferences Paraphrase Present ad campaign Predict Preview Set a Purpose Summarize Synthesize Take a position Use Context Clues Use Graphic Organizers View critically Visualize

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EdgeLevelA:Unit7Proposed Duration: 8 weeks

Unit Theme Making Impressions

Essential Question What Do You Do to Make

an Impression?

Cluster Themes #1: Read about teens who are nervous about a first date. #2: Read about people who gain confidence in themselves. #3: Read about people who are or who want to be unforgettable.

Unit Story Titles # 1 - Play -Novio Boy, Scene 7, Part 1 (Gary Soto) #1- Poem - Oranges (Gary Soto)

#2 - Play - Novio Boy, Scene 7, Part 2 (Gary Soto) #2 - Poem - Your World (Georgia Douglas Johnson) #3 - Letter - A Letter to Helen Keller (Ernest Papanek) #3 - Poem - Helen Keller (Langston Hughes) #3 - Poem - Marked (Carmen Tafolla) #3 - Poem - Dusting (Julia Alvarez) Close Reading: Poem – I Believe in All That Has Never Yet Been Spoken (Ranier Maria Rilke), T612 Poem – Make Music with Your Lfe (Bob O’Meally), T613

Edge Leveled Readers Expository Nonfiction - The Code: The 5 Secrets of Teen Success (Mawi Asgedom)

Drama - Novio Boy (Gary Soto) Classic Fiction -The Friends (Rosa Guy)


Impression Theater Stage

Perform Portray / portrayal

Theater Stage

Perform Portray / portrayal

hippie

Student Materials Student Book: pp. 516-586274-307 Grammar & Writing Practice Book: pp. 205-234

Transparencies Reading and Writing: 29 - 33 Language Function: M – O Language & Grammar Lab: 91 - 105

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Teacher Materials Teacher Edition (TE): pp. T516-T586 Interactive Practice TE: pp. 238-271 Grammar & Writing Practice TE: pp. 205-234 Language & Grammar Lab TE: pp. 110-127


Reading Strategy: Visualize Literary Analysis: Analyze Drama and Poetry Fluency: Accuracy and Rate Expression Intonation Phrasing

Vocabulary Strategy: Interpret Figurative Language: Idioms Use Reference Sources (dictionary) to understand connotation and denotation

Key Vocabulary Academic Vocabulary: aspect, image, interact, mental, structure Disciplinary Vocabulary: Music: microphone, strum, tune, guitarist, violinist Cluster 1: compliment, conceal, elegance, nervous, overprotective, personality, reveal, romantic Cluster 2: ashamed, conscious, desire, flirt, horizon, privacy, recover, reluctant Cluster 3: anonymous, conquer, contribute, encouragement, imperfection, inspire, overcome, unforgettable Vocabulary Workshop

Interpret Non-Literal Language Interpret Figurative Language: Idioms

Writing Response to Literature Write About Literature

• Opinion Statement • Explanation and Comment • Poem Written Composition • Write a Script • Write a Theme Analysis Writing Across the Curriculum Written Application

• Write a Dialogue • Create a Comic Strip Research and Writing • Learn About String Instruments

Language Workshop Language Functions: Engage in Discussion

Use Appropriate Language Elaborate During a Discussion

Grammar: Complex Sentences Verb Tenses

Listening & Speaking: Create an Ending Evaluate Performances

Choral Reading: Poetry Oral Report: Compare Responses Recite Song Lyrics Participate in a Discussion

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Unit Project Skit, T614-T614A

Workplace Workshop Inside a Restaurant, T574 – T575

Writing Project NONE Assessment Formative: Independent reading Journal Summative: Cluster Test 1, pp. 89c-e Cluster Test 2, pp. 89g-i Cluster Test 3, pp. 89k-m Reader Reflection: pp. 89b, f, j Unit 7 Test: pp. 90-102

StudentLearningOutcomes/PACoreStandardsListening Demonstrate comprehension of common words with multiple meanings (such as saw, can, sentence).

Speaking Describe how two things within a given academic content are alike or different. C.C.1.5.9-10.B: Evaluate a speaker’s perspective, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Reading Identify theme in a variety of texts. Identify and analyze how sound devices, figurative language, and graphic elements support meaning in poetry. Demonstrate understanding that dialogue develops the plot and characters of a play. C.C. 1.3.9-10.A: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences and conclusions based on an author’s explicit assumptions and beliefs about a subject. C.C.1.3.9-10.C: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. C.C.1.3.9-10.F: Analyze how words and phrases shape meaning and tone in texts. (figurative, connotative, and technical meanings) C.C.1.3.9-10.I: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 9-10 reading and content, choosing flexibility from a range of strategies and tools.

Writing Write a short poem that contains simple sensory details. Write a well-organized story or script with explicit or implicit theme(s) and with details that contribute to mood or tone. C.C.1.4.9-10.R: Demonstrate a grade appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling. C.C.1.9-10.S: Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade level reading standards for literature and literary non-fiction. C.C.1.4.9-10.X: Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.

38

Cluster 1 – Suggested Products Cluster 2 – Suggested

Products Cluster 3 – Suggested Products

Web of Examples Character Chart Sketches Dramatic Elements Chart Character Chart Storyboard *Genre Comparison Paragraph *Script *Job Application

Vocabulary Study Cards Sensory Image Chart Character Analysis Character Emails Plot Diagram Explanation *Theme Analysis *Oral Report Poetry Slam

Category Chart Double-Entry Journal T-Chart / Style Personal Letter Alliterative Poem Skit

*Priority Projects





Academic Tasks

Play Poems Letter

Biography Sound in Poetry (rhythm, rhyme, meter, foot) Alliteration Consonance Figurative language in Poetry: Idioms, simile, metaphor, personification, symbols Dramatic Elements: scenes, acts, dialogue, stage directions Characters Plot Setting Style Design Sensory images Emotional responses & effects Visuals & Effects Script Props Author’s perspective Author’s experiences Charts Forms Theme across genres

Cluster 1: Compliment Conceal Elegance Nervous Overprotective Personality Reveal Romantic Cluster 2: Ashamed Conscious Desire Flirt Horizon Privacy Recover Reluctant Cluster 3: Anonymous Conquer Contribute Encouragement Imperfection Inspire Overcome Unforgettable

Academic: Aspect Image Interact Mental Structure Disciplinary Vocabulary Music: microphone, strum, tune, guitarist, violinist

Connotation / denotation Word Maps Examples Non-examples Web of Examples Yes / No Questions Context clues Word Sorts Drama Multiple-Meaning words Category Chart Cognates “Wordbench” Activity Categories

Analyze Assess Compare across texts Compare Critique Draw Conclusions Evaluate Explain Express opinions Generalize / Form Generalizations Give a speech Identify Interpret & respond Label Make a logical argument Make connections Make inferences Paraphrase Present ad campaign Predict Preview Set a Purpose Summarize Synthesize Take a position Use Context Clues Use Graphic Organizers View critically Visualize

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